The Gulf of Tonkin Resolution authorized President Lyndon Johnson to “take all necessary measures to repel any armed attack against the forces of the United States and to prevent further aggression” by the communist government of North Vietnam.
Answer:
If the stock market of a huge country completely crashes it will subsequently affect the whole world in a way.
From not trading to other countries and the worth of items dropping.
It all stops the flow of the economy.
Explanation:
This unit presents a history of scientific thought relating to the origin of life as explained mainly by early Greek scientific philosophers. The unit begins with Greek science during the eighth century B.C. and proceeds quickly into the seventh century B.C., concluding with the fourth century B.C. Since the scope is limited to this time period the unit will end with information that is presently, for the most part, outdated. The teacher must constantly remind the students of this fact. The purpose of this unit is not to impart scientific knowledge for its own sake. Rather, it is to show how scientific thinkers came to their conclusions based upon how science was viewed in the scheme of history.
There are various high school courses taught, yet no specific course has been designed to relate the development of the academic disciplines to each other. Many science textbooks include the names of scientists who contributed valuable information upon which specific ideas were developed. Yet, most textbooks provide a minimum amount of information relating to the scientists themselves. It is my feeling that students will better understand the development of scientific thought if an opportunity can be provided in which a connection can be made between science and history.
There are four general objectives for this unit. Upon completing the unit students will: 1. be familiar with the ideas of early scientific minds, 2. recognize the relationship between Greek science and Greek history, 3. realize the importance of observation and drawing conclusions, and 4. appreciate the development of science.
Approximately one month before beginning this unit the teacher should require each student to read one book which in someway deals with the Greek period covered in this unit. Selections may be made from an historical or scientific aspect. Before the unit is begun students should have completed a book report and be required to present a short oral report. This will insure that all students have some common frame of reference from which to work. Lesson one at the end of the unit should be started the first day the unit is taught.
An excellent laboratory activity which should be done early in the unit is the biogenesis of microorganisms, i.e. producing microorganisms from hay infusions. This will arouse student interest and help them to understand how incorrect conclusions were drawn. Later, a laboratory activity based upon the experiments of Spallanzani, Pasteur, or Redi should be performed to show how spontaneous generation was disproved. For the advanced students, the development of fertilized chicken eggs could be done in the classroom throughout the unit. All of these activities are readily available in most laboratory manuals. A very complete guide to egg incubation is provided in the 4-H Manual listed in the teachers bibliography.
In Hellenic (Greek) antiquity cosmogonic ideas originated in the eighth and seventh centuries B.C. These were religious and legendary descriptions of the origin of the world. There was a belief in the cosmic egg from which all things were said to have been produced at the beginning of the world. Most of these ideas began to establish themselves at the end of the seventh century.
It begins with the Israelites in slavery. Their prophet Moses leads them out of Egypt and through the wilderness to Mount Sinai, where Yahweh reveals himself to his people and establishes the Mosaic covenant: they are to keep his torah
Answer:
When they stopped conquering people, they stopped taking slaves. Much of the rural economy was built around slavery and there was a pretty firm bias against allowing slaves to have children- the investment in raising a slave child not to mention the loss of productivity of the mother and the possible death or both mother and child during childbirth led slave owners to prohibit much breeding.
Allowing slaves to have children and form family bonds also made them more likely to revolt- humans often fight harder for the rights of their children for their own.
So, without a renewable source of slaves, it became very difficult to run farms and vineyards. Without profitable and productive agriculture, there were less taxes. With less taxes, there were less funds to do civic improvements like maintaining aqueducts and roads and support standing armies.
Emperors decided to raise taxes on everyone to make up the difference which led to the ruin of many private citizens and the marked increase in wealth of the nobility who were often exempt from many taxes (which they voted for, themselves, as senators) leaving them with the funds to buy up neighboring properties and essentially, their neighbors to work the land. Feudalism grew out of a switch from a civic or community focus to a self or family focus.
The Eastern Roman Empire maintained a strong base of taxation and a standing army for a thousand years after the fall of the West, but their economy wasn't nearly as dependent on slaves for labor. They survived by repeatedly reforming their style of government to suit the current needs without ever losing the power of the central government.
Explanation:
